IT as a Lever for Change in Teaching and Learning Sue Trinidad sue@cite.hku.hk Nancy Law

1. IT as a Lever for Change in Teaching and Learning Sue Trinidad sue@cite.hku.hk Nancy Law nancy@cite.hku.hk Centre for Information Technology in Education University of Hong Kong http://www.cite.hku.hk

2. Overview • This presentation will focus on the exciting use of e-learning and how it can become a lever for change in teaching and learning. • What are the conditions necessary for the benefits of e-learning to be realized? • What components are necessary to create a suitable e-learning environment? • What skills do educators need to build suitable e-learning environments? • These questions will be addressed through: • Examples of e-learning environments that Hong Kong teachers have created will be provided, as will innovations that can help lever change, especially as was noted during SARS. • Findings from an international comparative study of innovative pedagogical practices using ICT. • Participants will be encouraged to share their own e-learning experiences and contribute to the discussionof e-learning as a lever for change

3. Challenges ahead of Us

4. Strategic challenges ahead of us Three Policy Issues Three Educational Issues Access to bandwidth Curriculum Teacher Competencies School Infrastructure ICT in the classroom Access to new technologies Research Educational Content School Connectivity Learning Management Access to content Dr Martyn Forrest Opening Speech ACEC’2002 Dealing with key market players

5. Old paradigm New paradigm Knowledge is presented objectively to students. Knowledge is constructed by each individual according to his or her context, but involving others. Students study at an educational institution, isolated from the wider community. Students study wherever it is most convenient: home, work, or in the community. The education process is timetabled by an institution and controlled by a teacher. Learning is accomplished at a time and a place that is convenient to the learner. Students are largely dependent on their institution to guide them through their study. Students are independent and enjoy greater choice when they study. Face-to-face teacher/student interaction predominates. Technologically mediated forms of communication predominate. Learners and educators are print oriented. Learners and educators are multimedia literate. Learning in isolation Learning occurs with others Shifting Paradigms or Levers for Change

6. IT as a Lever for Change in Teaching and Learning :E-learning

7. What is E-learning? Electronic learning or e-learning can be technology-enhanced learning and/or technology-delivered learning. As defined by Jackson, R. (2002). Weblearning resources. Retrieved 10 Jan 2003 http://www.knowledgeability.biz/weblearning/#Different%20Shades%20of%20Online

8. What do you believe constitutes good e-learning? There are many factors that can influence the e-learning experience: • Infrastructure. • Quality of content and assessment. • Quality of learner support systems. • Assumptions made by learners and facilitators about the learning experience itself. • Educational design. • Peer support networks for learners and facilitators. • Careful design of quality online learning materials along with learner support and learner activity will encourage deep and more meaningful e-learning.

9. The role of the learner The role of the educator Nelson K. (2001). Teaching in the Cyberage:Linking the Internet and Brain Theory. Arlington Height, Illinois: Skylight Training and Publishing. ISBN 1-57517-330-1. Is recommended as an excellent text to help develop online content and e-learning modules. Meaning and relevance Active learning Emotions Choice Repetition and rehearsal Prior knowledge Pattern seeking Adequate time Chunking Immediate feedback Collaboration Reflection The role of the technology

10. IT as a Lever for Change in Teaching and Learning :Designing e-learning environments

11. Teacher-Directed Learning Environment Objectives + Educator Student Product Assessment Content/syllabus Technology  Albon &Trinidad, 2001

12. The Learning Community • UNIVERSITY • Lecturer • expertise • PEERS • variety/degrees of • knowledge • TECHNOLGY • email • WWW- resources, lists, chat grps • ILN, WEBCT etc • Databases • Network/organisations • SCHOOLS • Reciprocity • schools & university • FAMILIES • support and • encouragement • LIBRARIES • information • electronic services • databases

13. Technology drives the model, assessment drives the learning Mediated Learner Approach (MLA) The Learning Community Educator peers Ongoing assessment Peer, self, others feedback Content/ Syllabus + Objectives Student Product (real world) Final Assessment Outcomes/ attributes + Learner focused Educators opportunities to demonstrate  Albon &Trinidad, 2001

14. Linking Learning with Assessment

15. Using Learner Management Systems

16. Peer feedback Individual Account of learning Peer feedback Final product Group Product shared data Individual’s data

17. Building e-learning sites Teacher built e-learning environments • Green Picnic • http://www.rcgs.edu.hk/internet/index.html • Fractions • http://tiger.hkuspace.org/~bed01g20 • Statistics • http://www.hkedcity.net/ihouse_tools/ihouse.phtml?id=ma7749&pa=ma7749&pa= • Water Rockets • http://mryung.ofhk.net/rocket/index.htm • Hong Kong under Japanese Occupation • http://web.hku.hk/~h9230028/6201/index.htm

18. Helping Teachers with Curriculum Reformhttp://web.hku.hk/~h0197727/mite6201/

19. Linking to Resourceshttp://www.hkedcity.net/

20. hkedcity.net English in the Air http://www.hkedcity.net/english/tv/ This is a pilot project launched by the Standing Committee on Language Education and Research (SCOLAR) and sponsored by the Language Fund to encourage greater use of the medium of television in the teaching and learning of English in secondary schools. It comprises: (a) the broadcasting of two teenage English television programmes titled "Road Scholars" and "Lizzie McGuire" on the TVB Pearl, and (b) the development of teaching and learning materials and activities based on the two television programmes.

21. IT as a Lever for Change in Teaching and Learning :E-learning & SARS

22. E-learning & SARS Three Observations: Conditions necessary for taking advantage of IT: * readiness * conception of e-learning 2. A paradigm shift in e-learning is necessary 3. A need for technology-innovation: e-learning platforms that would support collaborative inquiry

23. E-learning & SARS – what happened? Class suspension & IT Universities: HKU • http://www.hku.hk/sars/index.shtml • http://www.hku.hk/cgi-bin/sars/message_announcement.pl And similarly for other universities Schools: • http://ihouse.hkedcity.net/~sp1400/elearn.htm

24. E-learning & SARS – what happened? Support from within the education community for the community • HKU: “Inter-disciplinary Self-Learning Platform”http://www.hku.hk/gened/withu/ • CUHK: “Web-based Support for Primary and Secondary Students”http://www.fed.cuhk.edu.hk/prisecstudent/html • Hong Kong EdCity I-classroom “Learning and Teaching Strategies and Resources on ‘Atypical Pneumonia’” http://www.hkedcity.net/project/cdi/index_eng.html

25. E-learning & SARS – what kinds of learning & teaching took place? • Video conferencing? • Webcast/chat room? • Web forum/discussion? Most popular: • Repository of notes & ppt • Delivery of instructions on homework • Posting of assignments by students

26. Using E-learning during SARS: Observation 1 IT readiness Both teachers & students involvement must have used e-learning before Communication platforms & mode of learning & teaching used must have been already set up and used before SARS has promoted more extensive uses of IT where it has already taken root IT can increase momentum, not create it!

27. Using E-learning during SARS: Observation 2 Conception of e-learning The usage is generally very traditional IT platforms as communal space for disseminating what is most important in teaching and learning Common use of IT tools: listen to teacher explanation, download course materials and submit assignment Do such uses of IT in learning Help to prepare students for lifelong learning?

28. Conditions necessary to take advantage of IT during SARS: Readiness Conception of learning & teaching - & elearning IT can only be a lever for improvement and innovation, not a catalyst!

29. A Paradigm shift in e-learning? Some students’ general opinions on the replacement of face-to-face classroom interaction by learning through IT during the outbreak of SARS: “Too many assignments!” “I miss my fellow classmates!” Can technology contribute to learning differently?

33. Collaborative inquiry-based learning using Knowledge Forum Knowledge Forum is a computer-supported communal database that furnishes knowledge building and management tools for collaborative inquiry Pre-SARS: Project-based learning (Peer Tutoring Project in July-October 2002) Post-SARS: International interchange (Hong Kong Toronto Collaboration in March 2003- present): discussion on relationship with parents, cultural similarities and differences for teenagers and the outbreak of SARS Assessment for better learning: students to revise at home and to design the most innovative ways of assessing deep learning

34. Much needed technology innovation: pedagogically sound e-Learning platforms Existing e-learning platform mostly traditional: teacher-centered and learning-resource centered, focusing on delivery, drill & assessment Current eLearning platforms are suited for instruction centered and knowledge centred education Education Reform emphasizes on ‘Life-long Learning’ Life-long learning requires collaborative learning skills, problem-solving techniques and inquiry skills Current e-learning platforms cannot support this change effectively – we need innovation in e-learning platforms!

35. E-learning –a lever for education innovations To summarize: Conditions necessary for taking advantage of IT: * readiness * conception of e-learning 2. A paradigm shift in e-learning is necessary 3. A need for technology-innovation: e-learning platforms that would support collaborative inquiry

36. IT as a Lever for Change in Teaching and Learning :SITES M2:an international comparative case study of innovative pedagogical practices using technology

37. Emerging pedagogical paradigm Second International Information Technology in Education Study conducted under the auspices of International Association for the Evaluation of Educational Achievement http://sitesdatabase.cite.hku.hk/online/index.asp

38. Innovation & the future of schooling Why introduce ICT into the curriculum? • About ICT – as a subject of study • With ICT – make learning more effective • Through ICT – new goals & new processes in education for the information society/knowledge economy Education & societal change: Apprenticeship  standardized production produce knowledge workers

39. 21st century competencies? • Premise: new abilities needed for the knowledge society • Lifelong learning ability – ability to face new challenges, tackle & refine problems, seek new information, learn new knowledge and skills to solve new problems or seek new ways of solving old problems • Ability to use ICT for all facets of life, for work or leisure, professional or social purposes

40. New Learning goals require new pedagogical practices “The traditional classroom …… is singularly ill suited to producing lifelong learners: Right now, you’ve got 30 little workers who come into a room, sit in rows, follow instructions from a boss, and can’t talk to one another. School is the last time they’ll ever see that model.” (Corcoran, 1993)

41. SITES M2 – innovative pedagogical practices using technology (IPPUTs) Selection criteria: • In which technology plays a substantial role • evidence of significant changes in roles of teachers and students, the goals of the curriculum, assessment practices, and/or the educational materials or infrastructure • shows evidence of measurable positive student outcomes • sustainable and transferable

42. SITES M2 - “Innovative” as locally defined • Promote active and independent learning • competencies and technological skills to search for, organize, and analyze information, and communicate and express their ideas • collaborative, project-based learning involving complex, extended, real-world-like problems • individualized, customized instruction • Address issues of equity, incl. gender, ethnic, geographic or socioeconomic • “Break down the walls” of the classroom: time, space, who participates in teaching • Improve social cohesiveness and understanding

43. IPPUTs: Pedagogical characteristics • extended learning task over a period of months • deeply engaging, personally meaningful/relevant for learners • involvement of significant others outside of the classroom in the learning process • availability of suitable facilitation.

44. SITES M2 Data • 174 Cases Reports • 28 participatingcountries Russia Singapore Slovakia Slovenia South Africa Spain Catalonia Taiwan Thailand UK USA Australia Canada Chile Denmark Finland France Hong Kong Indonesia Israel Italy Japan Korea Latvia Lithuania Netherlands Norway Philippines Portugal

45. Practices Old New Technology Old New Focus of Analysis How do we compare innovations? 6 dimensions to understand innovativeness (from old to new): 6 dimensions of comparison • Goals • Teacher’s Role • Students’ Role • ICT used • Manifestation of Learning Outcome • Connectedness

46. 1. Goals Ability to function effectively as members of a learning community Subject-based knowledge Higher Order Thinking 2. Teacher’s Role (Belief towards teaching and learning) Coach to establish and support the development of learning communities Transmitter of information and evaluator of learning Design learning tasks; provide resource for learning 3. Students’ Role Develop own learning goals, learning strategy, self monitor & evaluate contribute to communal knowledge building Determine learning strategies and schedule Follow instructions 6 dimensions to compare innovativeness

47. 4. ICT used Sophisticated technology tailored for specific educational purposes General software for classroom presentation No ICT used 5. Manifestation of Learning Outcome Multidimensional; knowledge, skills, abilities and attitudes operating in concert for complex problem solving Multiple ways to assess learning outcomes Unidimensional 6. Connectedness Multiple ways of involving outsiders in the curriculum process Partial involvement of outsiders Standalone classroom 6 dimensions to compare innovativeness

48. Some observations • The 6 dimensions are not mutually independent • The extent of innovativeness along the 6 dimensions could be very different • The teacher’s role may not be innovative at all for some of the cases • Teacher’s roles is a focal dimension as it orchestrates the other dimensions • Where the teacher’s role remained traditional, the innovations along other dimensions also created new demands on the teacher

49. To sum up … • Irrespective of whether there were substantial changes in the pedagogical roles played by the teacher, the teacher had to innovateat a professional level to meet new challenges in order to realize the classroom innovation • Teachers had to engage in lifelong learning & work collaboratively with other teachers

50. It is through pedagogical innovations that the teaching profession renews and recreates itself into a variety of education professionals in the 21st century. Innovative Classroom Practices and the Teacher of the Future